简单的肺部声音图形和心理可视化对临床实习中肺部听诊教学的影响：一项初步研究。

The effects of simple graphical and mental visualization of lung sounds in teaching lung auscultation during clinical clerkship: A preliminary study.

机构信息

Department of Respirology, Chiba University Graduate School of Medicine, Chiba, Japan.

Health Professional Development Center, Chiba University Hospital, Chiba, Japan.

出版信息

PLoS One. 2023 Mar 17;18(3):e0282337. doi: 10.1371/journal.pone.0282337. eCollection 2023.

DOI:10.1371/journal.pone.0282337

PMID:36930587

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10022769/

Abstract

INTRODUCTION

The study aimed to evaluate visualization-based training's effects on lung auscultation during clinical clerkship (CC) in the Department of Respiratory Medicine on student skills and confidence.

METHODS

The study period was December 2020-November 2021. Overall, 65 students attended a lecture on lung auscultation featuring a simulator (Mr. Lung™). Among them, 35 (visualization group) received additional training wherein they were asked to mentally visualize lung sounds using a graphical visualized lung sounds diagram as an example. All students answered questions on their self-efficacy regarding lung auscultation before and after four weeks of CC. They also took a lung auscultation test with the simulator at the beginning of CC (pre-test) and on the last day of the third week (post-test) (maximum score: 25). We compared the answers in the questionnaire and the test scores between the visualization group and students who only attended the lecture (control group, n = 30). The Wilcoxon signed-rank test and analysis of covariance were used to compare the answers to the questionnaire about confidence in lung auscultation and the scores of the lung auscultation tests before and after the training.

RESULTS

Confidence in auscultation of lung sounds significantly increased in both groups (five-point Likert scale, visualization group: pre-questionnaire median 1 [Interquartile range 1] to post-questionnaire 3 [1], p<0.001; control group: 2 [1] to 3 [1], p<0.001) and was significantly higher in the visualization than in the control group. Test scores increased in both groups (visualization group: pre-test 11 [2] to post-test 15 [4], p<0.001; control group: 11 [5] to 14 [4], p<0.001). However, there were no differences between both groups' pre and post-tests scores (p = 0.623).

CONCLUSION

Visualizing lung sounds may increase medical students' confidence in their lung auscultation skills; this may reduce their resistance to lung auscultation and encourage the repeated auscultation necessary to further improve their long-term auscultation abilities.

摘要

简介

本研究旨在评估基于可视化的培训对呼吸医学系临床实习（CC）中学生肺部听诊技能和信心的影响。

方法

研究时间为 2020 年 12 月至 2021 年 11 月。共有 65 名学生参加了一次关于肺部听诊的讲座，使用模拟器（Mr. Lung™）。其中 35 名（可视化组）接受了额外的培训，要求他们使用图形可视化的肺部声音图作为示例，在脑海中想象肺部声音。所有学生在 CC 前和 4 周后回答有关肺部听诊自我效能的问题。他们还在 CC 开始时（预测试）和第三周的最后一天（后测试）（满分 25 分）使用模拟器进行肺部听诊测试。我们比较了可视化组和仅参加讲座的学生（对照组，n=30）的问卷答案和测试分数。使用 Wilcoxon 符号秩检验和协方差分析比较培训前后对听诊肺部声音的信心问卷答案和肺部听诊测试分数。

结果

两组对听诊肺部声音的信心均显著提高（五分制 Likert 量表，可视化组：预问卷中位数 1 [四分位距 1]至后问卷 3 [1]，p<0.001；对照组：2 [1]至 3 [1]，p<0.001），且可视化组明显高于对照组。两组测试分数均升高（可视化组：预测试 11 [2]至后测试 15 [4]，p<0.001；对照组：11 [5]至 14 [4]，p<0.001）。但是，两组的预测试和后测试分数之间没有差异（p=0.623）。